One might ask, what is the Intermediate Value Theorem… or implicit differentiation… or trapezoidal approximations… or even concavity? To many, these are just intimidating calculus terms, but to me, they represent the heart of the STEM field. I believe calculus is not just another branch of math—it is the language that connects science, technology, engineering, and mathematics. It’s the tool that allows us to describe change, model systems, and solve problems in ways that no other discipline can. And as someone who plans to pursue a career in STEM education, I believe calculus is the cornerstone of the field. I’ve always considered myself a logical thinker, naturally drawn to patterns and problem-solving. Math quickly became my favorite subject, but it wasn’t until I stepped into AP Calculus AB that I realized just how vital calculus is to understanding the world around us. From the very first day, when Mr. Lundstrom (“Lundy”) launched a calculus workbook at me from across the room, I knew this class would be different. His unconventional approach pulled us straight into the deep end, and for the first time, math became more than equations on a page—it became a way of thinking. Before calculus, I often found myself memorizing formulas, passing tests, and moving on. But in calculus, everything changed. I began to understand how previous math concepts built toward something greater. Concepts like derivatives and integrals helped me understand motion, growth, optimization, and real-world data in a whole new way. It wasn’t just about math—it was about modeling everything from the path of a rocket to the curve of a bridge to the spread of a virus. That’s when I coined the phrase: “You don’t know math until you know calculus.” In every STEM discipline, calculus plays a foundational role. Engineers use it to design systems and analyze forces. Biologists use it to model populations and biological processes. Computer scientists rely on it in algorithms and machine learning. Physicists use it to understand motion and energy. Even economists and data analysts apply calculus to predict trends and optimize outcomes. It’s the common thread running through the most innovative and impactful work in our world today. As a peer tutor and future math teacher, I’ve seen firsthand how calculus can transform a student’s understanding—not only of math but of science and technology, too. When students finally “get” what a derivative means or how to use integrals to find area under a curve, you can see the shift in confidence. They go from intimidated to empowered. I want to help more students have that moment. Looking ahead, I hope to contribute to the STEM field by teaching calculus in a way that makes it accessible, exciting, and relevant. Especially as a woman in math, I recognize the importance of representation and encouragement. I want to show students—especially those who doubt their abilities—that they can understand calculus and, by extension, thrive in STEM. My goal is to not only teach mathematical concepts, but to help students connect those concepts to their potential future paths, whether that’s in engineering, medicine, research, or tech. Calculus isn’t just another math class. It’s a gateway to the entire STEM world. It teaches us how to think critically, solve problems with precision, and understand complex systems. That’s why I believe calculus is essential to STEM—and why I’ve made it the center of my own path forward.

One might ask, what is the Intermediate Value Theorem… or implicit differentiation… or trapezoidal approximations… or even concavity? To some, these are just complicated calculus terms. To me, they’re a reminder of how deeply I’ve fallen in love with mathematics—and why I’ve chosen to pursue a career in STEM through teaching. Math is more than a subject I enjoy; it's a way of thinking, a tool for problem-solving, and a field where I believe I can make a meaningful difference—not only as an educator but as a woman in STEM. Growing up, I always saw myself as a logical thinker. I loved solving puzzles, recognizing patterns, and figuring out how things worked. Naturally, math came easily to me, but it wasn't until I took AP Calculus AB with Mr. Lundstrom—affectionately known as “Lundy”—that I saw just how powerful and beautiful math could be. On the first day of class, he tossed a calculus workbook at me (literally) from across the room. That unorthodox introduction set the tone for a year filled with challenge, discovery, and a new appreciation for how math can be taught with energy and creativity. Calculus shifted my entire mindset. Before, math felt like a subject I memorized, tested on, and forgot by summer. But now, it feels like a language I truly understand. I even coined my own saying: “You don’t know math until you know calculus.” It’s in calculus that I found clarity, connection, and confidence—and I want to help others experience that too. As I progressed to AP Calculus BC and AP Statistics, I became a peer tutor for my calculus teacher, guiding students who once stood exactly where I had. Helping others understand the same topics that once challenged me showed me that I didn’t just enjoy learning math—I loved teaching it. I want to create a classroom where students can grow into logical, confident problem-solvers, just as I did. But my goal isn’t just to teach math—it’s to expand access, break stereotypes, and represent what’s possible. As a woman pursuing a future in mathematics, I know firsthand that representation in STEM matters. In many of my advanced math classes, I’ve noticed how few female students are present, and even fewer feel comfortable owning their success. I want to change that. I want young girls to see themselves reflected in their math teacher and believe that they, too, belong in calculus, in engineering, in data science—or wherever their interests in STEM may lead them. Through teaching, I hope to make math feel more inclusive, more empowering, and more human. I want to be the kind of teacher who doesn’t just explain equations, but who inspires confidence. The one who helps a struggling student discover their inner mathematician. The one who opens doors for the next generation of thinkers—especially those who may not have believed math was for them. STEM is the future, and I want to be part of building it—not just by solving problems, but by helping students believe they can solve them too. Through every problem set, peer tutoring session, and classroom discussion, I’ve realized that teaching is how I want to leave my mark. And as a woman in math, I’m ready to lead by example—one student, one equation, and one breakthrough at a time.

One might ask, what is the Intermediate Value Theorem… or implicit differentiation… or trapezoidal approximations… or even concavity? To most, those might sound like intimidating terms. But to me, they represent the beauty and depth of a subject I’ve come to love—calculus. I've always been a logical thinker, so it’s no surprise that math is my favorite subject. But it wasn’t until I took calculus that I realized how powerful math truly is. More than just solving problems, it became a way of thinking. And more than just a personal interest, it became something I want to share—with future students, as a math teacher. My first day in AP Calculus AB was unforgettable. Literally—flying books! Our teacher, Mr. Lundstrom (better known as “Lundy”), tossed a calculus workbook across the classroom and nearly knocked me out. It was his way of saying, “Welcome to the real world of math.” There were no introductions or icebreakers, just a quick homework assignment and a room full of confused students. As unusual as his approach was, it worked. Mr. Lundy wasn’t just teaching us calculus; he was immersing us in it. And somehow, through all the chaos and challenges, he made math exciting—even fun. Until that class, math had always felt like a cycle of learning, testing, and forgetting. I’d cram for exams, ace them, and then leave the content behind over summer break. But calculus changed that. It connected everything I had learned before. I started to see how all those formulas and theorems were part of a bigger picture. I stopped relying on memorization and began understanding how to think through problems logically. That’s when I coined my favorite phrase: “You don’t know math until you know calculus.” Because once you’ve truly engaged with calculus, math becomes more than numbers—it becomes a language. As my skills grew, so did my desire to help others. Friends began turning to me for help with their homework, and I quickly realized that knowing math wasn’t the same as explaining it. I had to find creative ways to break down complex ideas, tailor my explanations, and be patient. Sometimes I’d have to refresh my own understanding before teaching them, which only made me a better learner—and a better tutor. By senior year, I was enrolled in AP Calculus BC and AP Statistics, determined to explore every math course available. I also became a peer tutor in Mr. Lundy’s class, working with students who struggled to grasp the concepts I had once found difficult too. There’s something incredibly fulfilling about helping someone go from frustration to understanding—to witness that “lightbulb” moment. Those moments showed me that teaching wasn’t just a possibility for my future—it was a calling. Now, when I think about my future, I don’t just imagine solving math problems—I imagine solving the bigger problem: how to make students believe they can succeed in math. I want to be the kind of teacher who inspires curiosity, builds confidence, and shows students that math isn’t something to fear—it’s something to master. Just like Mr. Lundy did for me. My goal is to contribute to the field of mathematics by shaping the next generation of thinkers. I want to teach with energy, empathy, and creativity. Whether I’m tossing workbooks (safely!) or guiding students through derivatives, I hope to create a classroom where math is not only understood but loved. Through teaching, I’ll pass on the joy of learning and make my mark—one equation, one student, one breakthrough at a time.

I’ve always considered myself a logical thinker, so it’s no surprise that mathematics is my favorite subject. But more than that, calculus is my favorite domain... pun intended! As I advanced through school, I deliberately chose the most challenging math classes to push myself and deepen my understanding. What truly changed the game for me, though, was AP Calculus with Mr. Lundstrom. From day one, his class was anything but ordinary. On the first day of AP Calculus AB, he tossed a workbook across the room that nearly knocked me out! No icebreakers, no introductions, just flying books and instant homework. It was bizarre, but it was also the start of something incredible. Mr. Lundstrom, or “Lundy,” had a way of making even the most complicated concepts feel fun and approachable. He treated math like a language, and I found myself becoming fluent. Before calculus, math felt like a cycle: learn, test, forget. I’d memorize concepts, use them when needed, then leave them behind by the end of summer. But calculus changed my way of thinking. It helped me understand how ideas connect and how to problem-solve logically, not just by memorization. That’s when I coined my favorite phrase: “You don’t know math until you know calculus.” Over time, I became the go-to tutor for my friends. While I sometimes had to revisit concepts, I enjoyed finding creative ways to explain things so others could understand. Teaching others helped reinforce my own learning and made math feel even more rewarding. As a senior, I continued to challenge myself with AP Calculus BC and AP Statistics while also becoming a peer tutor. Helping others, and watching them succeed, has inspired me to pursue a career in education. I want to become the kind of teacher who makes students laugh, think, and love math just like I do. Thanks to Mr. Lundy, math is no longer just a subject, it’s my passion and my future.

As someone who’s always considered themselves a logical thinker, it’s no surprise that mathematics is my favorite subject. More specifically, calculus is my favorite domain—pun absolutely intended. There’s something exhilarating about seeing abstract concepts unfold into practical tools that help make sense of the world. Naturally, I’ve taken every opportunity to challenge myself by enrolling in every AP math class offered at my school. I still remember my first day in AP Calculus AB—it was nothing short of bizarre. There were literally flying books! Our teacher, “Lundy,” hurled a calculus workbook across the classroom in my direction, and it nearly knocked me out. Apparently, that’s just how he does things. No icebreakers, no slow starts. He believed every second of class was a second that could be spent learning. And honestly? I respected it. That opening day set the tone for what would become one of the most formative academic experiences of my life. Before calculus, math often felt like a sequence of disconnected puzzles. I’d learn a formula, apply it, pass the test—and then forget about it over summer break. But calculus was different. It didn’t just teach me new skills; it transformed the way I think. It forced me to slow down, analyze problems from multiple angles, and develop a deeper understanding rather than relying on memorization. I even coined a phrase that I still live by: “You don’t know math until you know calculus.” It’s dramatic, I know—but every time I explain a concept to a friend or solve a particularly challenging problem, I find it rings truer than ever. Speaking of friends, I’ve become the go-to math helper in my circle. Whether it’s algebra, geometry, or statistics, someone’s always texting me with a screenshot and a panicked “Can you help me??” While I enjoy being helpful, these moments have taught me how to break complex ideas into digestible steps. I’ve had to get creative with analogies, draw diagrams, and even invent games to make math more approachable. Helping others has sharpened my own understanding and sparked a new interest in education—especially in finding ways to make math feel less intimidating. This year, as a senior, I chose to push myself further by enrolling in both AP Calculus BC and AP Statistics. Balancing advanced classes with extracurriculars hasn’t been easy, but oddly enough, solving hours of calculus problems each night has become something I look forward to. There's a strange comfort in derivatives and integrals—like I'm conversing in a language I’ve finally become fluent in. To deepen both my knowledge and my teaching skills, I also became a peer tutor for Mr. Lundy’s calculus classes. Standing in front of the whiteboard, explaining concepts like limits and Taylor series, I began to see myself on the other side of the desk—not just as a student, but as a future educator. Mr. Lundy’s unique approach to teaching—his energy, humor, and unwavering standards—has inspired me to consider becoming a math teacher myself. He didn’t just teach us calculus; he taught us how to think critically and embrace the challenges that come with learning something new. Looking back, it’s incredible to think how much a flying workbook changed my trajectory. From being a curious student to a passionate tutor, I’ve grown to see math not only as a subject I love but as a pathway to inspire others. I want to ignite that same spark in future students, just as my teachers have done for me. Because once you truly understand calculus, you don’t just understand math—you understand how to think.

I’ve always considered myself a logical thinker, so it’s no surprise that mathematics is my favorite subject, with calculus being my favorite domain… pun intended! Naturally, I challenged myself to excel in every AP math class offered by my school. However, it wasn’t until I walked into Mr. Lundstrom’s AP Calculus (AB) class that my passion for teaching and math truly began to take shape. On the first day, I had a bizarre introduction—flying books! Mr. Lundstrom tossed me a Calculus workbook from across the room, nearly knocking me out. Apparently, this was just his usual approach—no time for ice-breakers, just straight into the material. He assigned homework on day one, which showed me his commitment to getting to the heart of the subject. What made Mr. Lundstrom even more remarkable was his ability to make difficult concepts clear and engaging. His humor and real-life applications made calculus more approachable and sparked my curiosity. Through his class, I began to see math not just as a set of abstract rules to memorize, but as a powerful tool for logical thinking and problem-solving. Before calculus, math concepts would come and go in my mind as needed, but I struggled to retain them. When I encountered Mr. Lundstrom’s teaching, I realized how important it was to understand the principles behind the problems. I coined a phrase: “You don’t know math until you know Calculus.” Once I grasped calculus, all other areas of math began to fall into place. Mr. Lundstrom taught me how to think logically, without relying on memorization, and this approach boosted my confidence and problem-solving abilities in all subjects. As I advanced in math, my friends frequently asked for help with their homework. Initially, I struggled to explain concepts in ways they would understand. Over time, however, I developed the ability to simplify complex ideas, drawing from the methods Mr. Lundstrom used in class. Helping my friends succeed, and watching them understand difficult material, was incredibly rewarding. It inspired me to want to teach others the way Mr. Lundstrom had taught me. To further my knowledge, I enrolled in AP Calculus (BC) and AP Statistics as a senior. My love for math grew stronger, especially with Mr. Lundstrom’s continued mentorship. I also became a Peer Tutor for my calculus teacher, which deepened my understanding of how to teach. Explaining math to others, finding new ways to help them grasp challenging concepts, became something I truly enjoyed. I realized that teaching wasn’t just about solving problems—it was about guiding others through the process and helping them build confidence in their abilities. Ultimately, it was Mr. Lundstrom who inspired me to pursue teaching. His unique ability to make complex ideas accessible and his infectious enthusiasm showed me how a teacher can make a lasting impact. I want to be a teacher who inspires students to see math not as a daunting subject but as a fascinating and useful tool. Mr. Lundstrom’s influence ignited my passion for education, and I hope to follow in his footsteps, leaving behind a legacy of students who feel empowered and confident in their learning.

ChatGPT said: I’ve always considered myself to be a logical thinker, so it’s no surprise that mathematics is my favorite subject; what’s more is that calculus is my favorite domain… Pun intended! Naturally, I chose to challenge myself to excel in every AP math class provided by my school. My first-day experience in AP Calculus (AB) was bizarre. Literally, flying books! Our teacher, “Lundy,” tossed me a Calculus workbook from across the room and nearly knocked me out! Apparently, this was common practice, and he had no time to waste with introductory ice-breakers. Without hesitation, he assigned homework on the first day. I suppose we needed all available time to learn the meaning of all those fancy words. I once coined a phrase, “You don’t know math until you know Calculus." Until Calculus, it was difficult to recall math concepts previously learned. The concepts would cycle through my brain as needed, then were left behind by the end of summer. Calculus changed my way of thinking. I am able to problem-solve logically, without much memorization. With calculus, understanding the “why” behind each solution gave me more confidence in my ability to tackle any math problem, no matter how complex. Despite studying different areas of math, my friends frequently solicit my help with their homework. Occasionally, I need to refresh my knowledge of certain concepts and strategize a way to effectively tutor the principles so that my not-so-math-savvy friends will understand the material. It’s not just about knowing the answers—it’s about explaining them in a way that makes sense to others. The more experience I’ve had with Calculus, the more often I’ve found my coined phrase to be true. Once you understand the logic of calculus, all the other pieces of math begin to fit together more naturally. As a dedicated senior, I elected to broaden my knowledge by enrolling in AP Calculus (BC) and AP Statistics. While I don’t have much free time between my advanced classes and extracurriculars, solving hours of calculus problems every night… became fun! The challenge of breaking down complex problems into smaller, manageable steps fueled my passion for the subject even further. To further develop my methods for teaching and feed an interest, I chose to become a Peer Tutor for my calculus teacher. This role has allowed me to not only help my peers but also learn new strategies for making difficult concepts more accessible. My experience in Mr. L’s classroom has prompted my desire to become a math teacher. His unique teaching techniques and methods of interaction have ignited a fire for math within me. The way he makes complex ideas relatable and fun has inspired me to bring that same energy into my future classroom. I want to be the teacher who lights a spark in students, just as Mr. L did for me, and help them realize that math isn't just a set of abstract rules, but a powerful tool for solving problems and understanding the world around us. I aspire to be an educational rockstar, leaving behind a legacy of inspired learners who, like me, come to appreciate the beauty and logic of mathematics.

“It was passion and perseverance that made high achievers special. In a word, they had grit.” (Duckworth). This expression fueled my journey to become the best version of myself. Grit was the skill I used to improve my artwork, achieve stellar grades, and meet athletic goals. Exhibit-A - From a very young age, I was intrigued by realistic-looking sketches of people. I found it fascinating that a simple pencil and shading technique could create a life-like portrait. At 8 years old, I began sketching basic portraits that turned into a passion for art. Over the years, I taught myself to sketch professional portraits by watching instructional videos and habitually practicing techniques. This innate talent, coupled with “grit,” has led to quality artwork and paid job offers. Exhibit-B - Grades have always been a priority. My parents, who never graduated college, were very transparent about their resulting struggles. Their stories filled me with a passion to “want better” for myself and encouraged me to pave the way for college. To maintain a 4.0+ GPA, I enrolled in AP and Dual-Enrollment courses, asked instructors for constructive feedback, requested extra credit, and spent Saturdays at U.C.R. in a Calculus class to gain more knowledge in my desired major. This level of “grit” earned me a place in the Top 25 of my class. Exhibit-C - I aspired to become a Scholar-Athlete and earn a Varsity Letter. Considering my parents used to call me a fish, swimming seemed like the obvious choice. However, sophomore year, I could barely swim 50 meters and was the slowest person on the team. Determined to improve for junior year, I joined Water Polo, practiced diligently, and lifted weights for six months straight. At the first swim meet junior year, I placed 1st in all my events! That day, “grit” earned me a promotion to Varsity, where I routinely swam the 100 butterfly and 500 freestyle. In the end, we won league co-champs, and I earned my Varsity Letter! Being a student-athlete has shaped my career goals in numerous ways. Swimming and Water Polo taught me the importance of discipline and consistency. In the pool and classroom, I’ve learned that long-term success isn’t built overnight; it’s the result of focused effort over time. The determination to improve my athletic performance translated into my academic achievements, where I’ve consistently pushed myself to excel. Through athletics, I also developed a strong sense of teamwork and leadership. Water Polo, in particular, taught me how to collaborate with teammates toward a common goal and lead when necessary. These teamwork skills are essential in any career, especially in education, where helping students achieve their potential is key. Perhaps most importantly, my athletic journey taught me how to overcome challenges. Starting as one of the slowest swimmers, I faced a significant obstacle. But with grit, I turned that challenge into an opportunity for growth. This mindset of facing challenges head-on will be crucial as I pursue a career helping others navigate difficulties, whether in sports, academics, or life. Ultimately, grit has been the driving force behind my achievements. The discipline, teamwork, leadership, and resilience I’ve cultivated through athletics have shaped not only my academic career but also my future goals. As I pursue a career in education, I will continue to apply the lessons learned from my experiences as a student-athlete. I hope to inspire others to overcome obstacles, work toward their goals with determination, and never give up.

My name is Kylie Strongo, and education has always been a powerful force in my life. As a first-generation student, I did not have a blueprint to follow, but my experiences navigating this uncharted path have reinforced my belief in the transformative power of education. These challenges have not only inspired me to become a teacher but also shaped the legacy I hope to leave for others who face similar obstacles. Growing up in a family without a college-going tradition, I quickly realized that education was my gateway to opportunity. With no one to guide me through the college process, I learned to rely on my own determination. I sought out advice from teachers, attended college prep workshops, and used every resource available to me. This journey taught me resilience, independence, and the importance of self-reliance. Overcoming these challenges made me understand that education isn’t just a means to an end—it is the foundation for achieving one’s goals and creating a better future. Math became the subject that solidified my passion for learning and teaching. Throughout high school, I pushed myself by enrolling in every AP math class offered, including AP Calculus (AB), AP Calculus (BC), and AP Statistics. These classes weren’t just about mastering formulas; they taught me critical thinking and problem-solving skills that have been vital in my personal and academic growth. My first experience in AP Calculus (AB) was memorable. On the first day, my teacher, “Lundy,” threw a workbook across the room, signaling that there was no time for introductory pleasantries. We were immediately thrust into the rigor of the subject. That moment made me realize how much I wanted to teach—especially math—and share the logical thinking that I found so empowering. As I advanced in my studies, I found myself helping classmates with their homework. Explaining complex ideas to others not only deepened my understanding but also sparked a love for teaching. I discovered that teaching isn’t just about imparting knowledge—it’s about inspiring confidence in others, especially those who might struggle with the material. I realized that education has the power to empower people, giving them the tools they need to overcome challenges and realize their potential. Becoming a Peer Tutor for my AP Calculus class further cemented my desire to teach. Working one-on-one with students allowed me to see the impact that encouragement and clear explanations can have on a learner’s confidence. I learned to be patient and empathetic, adjusting my teaching style to meet the unique needs of each student. This experience taught me that teaching isn’t a one-size-fits-all approach; it’s about connecting with each individual and helping them succeed. As a first-generation student, I know how important it is to have someone who believes in you and helps you navigate the challenges of education. I want to be that person for my future students. My goal is to leave a legacy where I inspire students from similar backgrounds to pursue their dreams, regardless of the obstacles they may face. I want to show them that education is the key to unlocking their potential and opening doors to opportunities they might not have imagined. In the future, I hope to be the kind of teacher who empowers students to believe in themselves, particularly those who may not have the same support system I did. As a first-generation student, I want to make a lasting impact by helping others overcome their barriers and realize their dreams. Education has transformed my life, and I want to help others experience the same transformation.

My name is Kylie Strongo, and as a first-generation student, I’ve learned to navigate the college preparation process independently. This journey has shaped my passion for education and motivated me to pursue a career as a teacher. Growing up without a family tradition of higher education, I faced unique challenges, but these experiences have strengthened my resolve to succeed and help others who face similar obstacles. Being the first in my family to attend college meant that I didn’t have a clear roadmap to follow. However, this pushed me to take ownership of my education. I actively sought out advice from teachers, attended college prep workshops, and used every available resource. This self-reliance helped me develop important skills for both academic and personal success, and it deepened my commitment to becoming an educator who can guide others through similar challenges. My love for math and education grew over the years, especially as I pursued more advanced math courses. I enrolled in every AP math class my school offered, including AP Calculus (AB), AP Calculus (BC), and AP Statistics. Through these courses, I gained not only a deeper understanding of math but also valuable problem-solving skills that have helped me overcome the challenges of being a first-generation student. One of my most memorable experiences came on the first day of AP Calculus (AB). My teacher, “Lundy,” threw a workbook across the room at me, nearly hitting me in the head. It was an unconventional introduction, but it set the tone for the rigor and pace of the class. There was no time for introductions or ice-breakers—just a deep dive into the material. This moment made me realize that teaching, especially math, was something I wanted to pursue. I coined the phrase, “You don’t know math until you know Calculus,” because learning Calculus gave me a new lens to understand math more logically, a framework that helped me excel in the subject. As I grew more confident in my math abilities, I found myself helping my classmates with their homework. I enjoyed breaking down complex concepts in ways that made them easier to understand, which led me to become a Peer Tutor for my AP Calculus class. This experience deepened my desire to teach and showed me the importance of patience, empathy, and finding the right approach to connect with each student. I realized that teaching wasn’t just about explaining material—it was about empowering others to believe in their potential, especially those who may feel uncertain about their abilities. Being a first-generation student has shaped my outlook on education and strengthened my resolve to pursue a career in teaching. I know firsthand how important it is to have someone who believes in you, especially when you lack a support system. I want to be that person for my future students, particularly those who come from backgrounds similar to mine. I want to show them that, no matter where they come from, they can succeed in education and beyond. Preparing for college as a first-generation student hasn’t been easy, but it has taught me resilience and self-discipline. These qualities have prepared me for the challenges of higher education and motivated me to help others overcome their own barriers. As a teacher, I hope to inspire students to reach their full potential and to show them that, with hard work and determination, they can achieve their dreams.

My name is Kylie Strongo, and I have always been drawn to logical thinking, which naturally made math my favorite subject. Among all mathematical domains, Calculus is the one that truly captured my passion. It wasn’t just the subject matter but the way it reshaped how I approach problem-solving. To me, Calculus is the key that unlocks the entire world of math, allowing me to see the connections between concepts from algebra to trigonometry and beyond. I challenged myself by enrolling in every AP math class offered at my school, aiming to deepen my understanding and push my limits. My first experience in AP Calculus (AB) was unforgettable. On the first day, my teacher, “Lundy,” tossed me a workbook across the room, nearly hitting me in the head. It might sound strange, but it quickly became clear that this was his way of diving right into the material without wasting time. We were assigned homework on the very first day, and while it was intimidating at first, it reinforced the no-nonsense attitude I would need to thrive in such a challenging course. I coined the phrase, “You don’t know math until you know Calculus,” because that’s how it felt. Before learning Calculus, I struggled to remember previous math concepts as they seemed to fade with time. But once I understood the logic behind Calculus, everything else clicked. It was as if I had found a framework that made all other areas of math fall into place. As my knowledge grew, I found myself helping friends with their homework. Explaining concepts to them reinforced my understanding and sparked an interest in teaching. I enjoyed breaking down complex ideas into simpler terms and saw how impactful this could be for those struggling with math. This experience inspired me to pursue a career as a math teacher, where I could share my passion for math with others. In my senior year, I expanded my knowledge by taking AP Calculus (BC) and AP Statistics. Despite the heavy workload from advanced classes and extracurriculars, I found myself enjoying the challenge of solving complex problems. Even when I made mistakes, the process of working through them became a source of satisfaction. This mindset helped me embrace challenges, which is an attitude I want to instill in my future students. To further develop my teaching skills, I became a Peer Tutor for my Calculus class. This role allowed me to explain concepts in various ways, tailoring my approach to meet different learning styles. Helping my classmates not only deepened my own understanding but also confirmed that teaching is the right path for me. My experience in Mr. L’s classroom and my role as a tutor have strengthened my desire to become a teacher, particularly one who guides future engineers and STEM students. I’ve seen firsthand how a strong foundation in math is essential for success in fields like engineering, and I want to inspire students to appreciate math’s beauty and logic. I hope to help my future students understand not just how to solve math problems, but why they matter and how they connect to the world around them. Math is the foundation of critical thinking, and it’s the tool that drives innovation. As a teacher, I want to help students unlock their potential, whether they are headed to careers in STEM or simply want to improve their problem-solving skills. Teaching math isn’t just a career for me—it’s a passion that I can’t wait to share with the next generation

I’ve always considered myself to be a logical thinker, so it’s no surprise that mathematics is my favorite subject; what’s more is that calculus is my favorite domain… Pun intended! Naturally, I chose to challenge myself to excel in every AP math class provided by my school. My first-day experience in AP Calculus (AB) was bizarre. Literally, flying books! Our teacher, “Lundy”, tossed me a Calculus workbook from across the room and nearly knocked me out! Apparently, this was common practice, and he had no time to waste with introductory ice-breakers. Without hesitation, he assigned homework on the first day. I suppose we needed all available time to learn the meaning of all those fancy words and complex concepts. I already knew I wanted to be a teacher, but silly role models such as Lundy further cemented that desire. I once coined a phrase, “You don’t know math until you know Calculus." Until Calculus, it was difficult to recall math concepts previously learned. The concepts would cycle through my brain as needed, then were left behind by the end of summer. Calculus changed my way of thinking. I am able to problem-solve logically, without much memorization. In fact, I’ve found that once you understand the logic of calculus, everything else in math seems to follow more naturally. Despite studying different areas of math, my friends frequently solicit my help with their homework. Occasionally, I need to refresh my knowledge of certain concepts and strategize a way to effectively tutor the principals so that my not-so-math-savvy friends will understand the material. The more experience I’ve had with Calculus, the more often I’ve found my coined phrase to be true. It’s as though Calculus serves as the key to unlock all of math, giving me a deeper understanding of how everything fits together, from algebra to trigonometry and beyond. As a dedicated senior, I elected to broaden my knowledge by enrolling in AP Calculus (BC) and AP Statistics. While I don’t have much free time between my advanced classes and extracurriculars, solving hours of calculus problems every night… became fun! Even when it was difficult or I made mistakes, I learned to enjoy the challenge and the process of working through the problems. To further develop my methods for teaching and feed an interest, I chose to become a Peer Tutor for my calculus teacher. This role not only allowed me to share my knowledge but also deepened my understanding as I explained the material in new ways. My experience in Mr. L’s classroom has prompted my desire to become a math teacher. His teaching techniques, his humor, and his methods of interaction have ignited a flame for math within me and have inspired me to become an educational rockstar! I now see teaching as more than a career—it’s a passion I want to pursue, helping students not just understand math, but truly appreciate its beauty and logic.

I’ve always considered myself to be a logical thinker, so it’s no surprise that mathematics is my favorite subject; what’s more is that calculus is my favorite domain… Pun intended! Naturally, I chose to challenge myself to excel in every AP math class provided by my school. My first-day experience in AP Calculus (AB) was bizarre. Literally, flying books! Our teacher, “Lundy”, tossed me a Calculus workbook from across the room and nearly knocked me out! Apparently, this was common practice, and he had no time to waste with introductory ice-breakers. Without hesitation, he assigned homework on the first day. I suppose we needed all available time to learn the meaning of all those fancy words and complex concepts. I already knew I wanted to be a teacher, but silly role models such as Lundy further cemented that desire. I once coined a phrase, “You don’t know math until you know Calculus." Until Calculus, it was difficult to recall math concepts previously learned. The concepts would cycle through my brain as needed, then were left behind by the end of summer. Calculus changed my way of thinking. I am able to problem-solve logically, without much memorization. In fact, I’ve found that once you understand the logic of calculus, everything else in math seems to follow more naturally. Despite studying different areas of math, my friends frequently solicit my help with their homework. Occasionally, I need to refresh my knowledge of certain concepts and strategize a way to effectively tutor the principals so that my not-so-math-savvy friends will understand the material. The more experience I’ve had with Calculus, the more often I’ve found my coined phrase to be true. It’s as though Calculus serves as the key to unlock all of math, giving me a deeper understanding of how everything fits together, from algebra to trigonometry and beyond. As a dedicated senior, I elected to broaden my knowledge by enrolling in AP Calculus (BC) and AP Statistics. While I don’t have much free time between my advanced classes and extracurriculars, solving hours of calculus problems every night… became fun! Even when it was difficult or I made mistakes, I learned to enjoy the challenge and the process of working through the problems. To further develop my methods for teaching and feed an interest, I chose to become a Peer Tutor for my calculus teacher. This role not only allowed me to share my knowledge but also deepened my understanding as I explained the material in new ways. My experience in Mr. L’s classroom has prompted my desire to become a math teacher. His teaching techniques, his humor, and his methods of interaction have ignited a flame for math within me and have inspired me to become an educational rockstar! I now see teaching as more than a career—it’s a passion I want to pursue, helping students not just understand math, but truly appreciate its beauty and logic.

My name is Kylie Strongo and I am a 17 year old high school senior. I aspire to become a high school mathematics instructor, and plan to obtain my master's degree in mathematics; preferably from SDSU or UCI. I am very eager to earn scholarships to help ensure the accomplishment of my goals. Without financial assistance, college tuition and living expenses will be a heavy burden. My upbringing and financial difficulties have been a snowball effect of past generations. My mother lost her father in a car accident when she was only three years old. Her mother (my grandmother) was only 19 years old at the time and was left pregnant with her third child. Needless to say, my mother was practically orphaned and was raised by various extended family members. She grew up very poor with only the necessary means and support to get through childhood. My father’s parents divorced when he was just a baby. His mother (my grandmother) had three children at the time and remarried a younger man. My father also grew up very poor. There were many times in his life where his parents couldn’t even pay the electric bill. He and his siblings were homeschooled by my grandmother. My mother and father both grew up very disadvantaged by circumstance. My father never finished high school, and my mother dropped out of community college when she met my father. She never returned to school to finish her associate degree. My parents divorced when I was only 3 years old, mostly because my father was not capable of providing for our family. While my mom has done her best to better her financial situation, sadly, my dad remains an unprofitable entrepreneur and has never held a stable job. Throughout my life, he has rarely been able to contribute or support me, so I have always relied on my mother. While my mom is now remarried, the primary financial burden of my needs and wants has always fallen on her shoulders. Realizing how difficult life has been for my parents, I’ve always strived to create a better foundation for my life. I’ve worked diligently to maintain exemplary grades (4.0+ GPA), participate in extracurricular activities (such as Marching Band) and sports (such as Swim Team), to better my chances for college acceptance, grants, and scholarships. Unfortunately, my mother does not have the money or means to pay for my college education or housing, nor will she be able to cosign for private loans. She and my stepfather currently rent a home and are looking to buy a home to avoid future rent increases. My mother needs to keep her debt low for them to qualify for a home. Alas, my college education expenses are my own to bear. My future financial independence is very important to me. Thus, the ability to afford and complete my college education is equally as important. Graduating from college without an exorbitant amount of debt will better my chances of success and financial independence. I profusely thank you in advance for your consideration.